• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 24
  • Tagged with
  • 24
  • 24
  • 24
  • 9
  • 8
  • 8
  • 7
  • 4
  • 4
  • 4
  • 3
  • 2
  • 2
  • 2
  • 2
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Professional vitality : perspectives from nine school principals

Reyes-Gonzalez, Susana, January 2007 (has links) (PDF)
Thesis (Ed. D.)--Washington State University, May 2007. / Includes bibliographical references (p. 114-119).
2

Challenges faced by female secondary school principals in the Qumbu Education District of the Eastern Cape Province of South Africa

Sobekwa, Jonguxolo January 2012 (has links)
The purpose of this study was to investigate and explore the challenges faced by female secondary school principals when discharging their duties. This study was done because it was not a normal practice before 1994 to have a female person as the head of a learning institution. This was specifically linked to the implementation of equity as enshrined and entrenched in the constitution no.108, of 1996 of the Republic of South Africa. It is almost 18 years since the proclamation of equity in the constitution; it was therefore of great importance to evaluate the ground covered in terms of implementation of this equity. The equity mentioned in Chapter 2, section 9 of the constitution resulted in the formulation of the Employment Equity Act no.55 of 1998 as amended. The implementation of the Employment Equity Act no.55 of 1998 was expected to have an impact on the way the female school secondary principals were received by the community. Currently all departments are compelled to employ women in managerial positions and this receives opposition in some sectors of the population. This study was conducted in Qumbu education district in the Eastern Cape Province of South Africa. It focused on secondary school principals. The study used a quantitative research design to elicit data from the respondents. Data were collected from 46 participants through the use of a questionnaire. 32 questionnaires were returned and the data were processed. The Statistical Package for Social Sciences (SPSS) was used in the analysis of the data. The findings of the study revealed several challenges confronting female secondary school principals both in the workplace and at home. In the workplace, on one hand, female principals are faced with insubordination from male educators; poor parental involvement and cultural stereotypes; and on the other hand, at home, they were confronted by minimal support from their partners/ spouses. In the light of the findings, the researcher recommended that the Department of Basic Education organize capacity-building workshops to develop leadership skills; replacement strategies for ageing principals; women‟s conferences to advocate women‟s rights; and programmes for female principals and their husbands, called Men As Partners (MAP). The study succeeded in portraying a picture of what is presently taking place in secondary schools that are headed by female principals. Some of the limitations encountered by the researcher during the study included the reluctance of the participants to take part in the research, the non-accessibility of schools in deep rural areas, the return rate of completed questionnaires; and the obtaining of permission to undertake the study.
3

The role of the elementary principal in promoting parent involvement evidence from rural, blue ribbon elementary schools in Pennsylvania /

Angelucci, Alfonso. January 1900 (has links)
Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.
4

The secondary school principalship in Ethiopia.

Bishaw, Teshome. January 1975 (has links)
Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: William P. Anderson. Dissertation Committee: Frank L. Smith. Includes bibliographical references.
5

Perceptions of school managers regarding knowledge sharing practices in the FET (Grade 10-12) schools in the butterworth District

Mkabile, Bulelwa January 2011 (has links)
Education reforms and the constant changes in the curriculum require school managers and educators to keep abreast of the changes and developments. In order to achieve quality education in this Information Age, there is a need to share knowledge, resources, and good practices and ensure twinning of schools. The purpose of this study was to explore perceptions, beliefs and experiences of school managers regarding knowledge sharing in schools. Qualitative methods were used to collect and analyse the data. In accordance with the qualitative approach, a phenomenological design was adopted. Data was gathered through interviews from a sample of six school managers of Further Education and Training (Grade 10 -12) schools. The findings of the study revealed that school managers perceive their role as important for the success of knowledge sharing in schools. They attribute the good performance in their schools to the educators‟ willingness to share knowledge. However, trust, good relations and respect determined the willingness to share and with whom to share knowledge in schools. School managers believe that availability of Information and Communication Technology (ICT) infrastructural resources could improve knowledge sharing practices in schools. Staff meetings, subject meetings, workshops and notice boards were identified as some of the strategies currently used for sharing knowledge. The support of the district officials and other education specialists has contributed in helping schools deal with education reforms. Communities of practice are recommended in order to improve and encourage the sharing of tacit and implicit knowledge in schools. Researchers believe that professional communities of practice enhance sharing and provide greater opportunities for knowledge creation. Policy developers, curriculum planners and district officials need to develop and adopt creative and innovative strategies to ensure effective distribution and sharing of knowledge and information among school managers and educators in schools.
6

Missouri public school principals' computer usage and conformity to technology standards

Ury, Gary G., January 2003 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 148-159). Also available on the Internet.
7

The leadership of a transforming secondary school in Guangzhou, China /

Hong, Chi-keung. January 2001 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 161-169).
8

Missouri public school principals' computer usage and conformity to technology standards /

Ury, Gary G., January 2003 (has links)
Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 148-159). Also available on the Internet.
9

Professional development content and delivery strategies perceived by urban, elementary principals and expert staff developers that are beneficial in the transfer of learning from professional development occurrances to on-the-job application /

Eister, Irene R. January 2004 (has links)
Thesis (Ed. D.)--University of La Verne, 2004. / Includes bibliographical references (leaves 261-286).
10

Professional development content and delivery strategies perceived by urban, elementary principals and expert staff developers that are beneficial in the transfer of learning from professional development occurrances to on-the-job application /

Eister, Irene R. January 2004 (has links)
Thesis (Ed. D.)--University of La Verne, 2004. / Includes bibliographical references (p. 261-286).

Page generated in 0.1541 seconds